IS
WEEK
AT
GETTYSBURG
C. ATYS131111G COLLEGE/Gettysburg, Pennsylvania 17325
ANNOUNCEMENTS
A SECOND CPC CAREER WORKSHOP for
faculty and administrators will be held
on the Wilson College campus on April
19th and 20th (Thursday and Friday), if
there is enough interest to fill all
slots. Reservations will be accepted
on a first-come, first-served basis.
The workshop is free and open to all
faculty and staff. There are 20 slots
available; those who sign up are expected
to attend all sessions of the two-day
workshop. To reserve a place in the
workshop, call the Consortium Office;
2h5-100. No reservations will be
accepted after April 9th. Ms. Meck,
Consortium Office
MID-TERM DEFICIENCY REPORTS The last
date to submit mid-term deficiency reports
will be Friday, March 23, 1979 at 5:00 p.m. 4111Please submit a card for each deficiency
(students progessing at the "D" or "F"
level are considered deficient).
Deficiency cards may be picked up at the
Dean of Students' Office or ordered by
telephone (extension 171 or 172).
Dean Williams
PREMEDICAL STUDENTS Students applying
next year to medical, dental, osteopathic,
and veterinary schools will need a
recommendation from the College's
premedical committee. The premedical
committee bases its recommendation on
forms completed by the student and by
six professors chosen by the student.
Students wishing to be recommended next
year should obtain the necessary forms
from the Office of the Dean of the College.
Students applying to health professions
schools such as optometry, physical therapy,
podiatry, etc. should check to determine
if the schools to which they plan to apply
require a premedical committee recommen-dation.
Even if this is not required,
4111the committee will supply the recommen-dation
if requested by the student.
Mr. Nordvall
FACULTY/STAFF ISSUE
Volume 2 Number 27
March 22, 1979
GRADUATE AND PROFESSIONS SCHOOL ANNOUNCE-MENTS
AND POSTERS will be filed in
the Office of Career Services on the
second floor of Pennsylvania Hall.
The bulletin board outside the Office of
the Dean of the College will be only
for announcements from health professions
schools. Mr. Nordvall
TIMOTHY AND MAUREEN GREEN will be
Woodrow Wilson Visiting Fellows at
Gettysburg from April 29 - May 4. These
two international journalists have
written books and articles on such diverse
topics as world gold markets, the role
of the father in the contemporary
family, international smuggling,
Victorian art, and middle east politics.
Now is the last chance to schedule a
visit by one or both of them to your
class or your group. Contact Robert
Nordvall, Assistant Dean of the College
for more details. Mr. Nordvall
EASTER EGG HUNT The Easter Egg Hunt
on April 10 for faculty, staff and
administrator's children will be held
at 4:00 rather than at 3:00. Please
pass the word around to anyone you
know who is planning on attending. Get
ready for a lot of fun, and we'll see
you there. Stephanie Coble, Ch. CUB
Dance & Special Events Committee
IFC AND PANHEL INVITES YOU to the new
1979 Green Week festivities. Greek
Week is packed with many new and excit-ing
events which are open to all
students. It all starts Tuesday, April
3, with the Awards Banquet and ends with
the Pledge Olympics on Sunday, April 8.
See the schedule of events. Art Walczyk,
IFC Public Relations
GREEK WEEK TALENT NIGHT You won't
want to miss the Greek Week Talent Night,
Friday, April 6, 9:00 p.m. in the CU
Ballroom. Come see your favorite
fraternities and sororities provide zany
and bizarre entertainment. $150 worth of
prize money and a panel of judges you
won't believe. Be there. Jeff Martini
TIME EVENT LOCATION PLACE
•
•
•
Thursday, March 22, 1979
8:30 AM Morning Light Chapel
12:00 Noon Lecture Committee 219 College Union
12:00 Noon Slim Chance in a Fat World 230 College Union
4:00 PM Faculty Meeting 231 College Union
7:00 PM Tri Beta Bowen Aud. McCreary
7:00 PM College Union Board Elections 231 College Union
7:00 PM Sr. Piano Recital: Heather MacPhail Chapel
Cincinnati Conservatory
10:00 PM Inter-Varsity Christian Fellowship 2nd. fl. lg. College Union
Friday, March 23, 1979
8:30 AM Morning Light Chapel
College Choir Tour
Mid-Term Reports Due
12:00 Noon Review Board 230 College Union
5:00 PM Spring Recess Begins
Saturday, March 24, 1979
College Choir Tour
Sunday, March 25, 1979
Association of College Unions-International Conference Ohio
College Choir Tour
Monday, March 25, 1979
College Choir Tour
ACU-I Conference
Tuesday, March 27, 1979
College Choir Tour
ACU-I Conference
Wednesday, March 28, 1979
College Choir Tour
Thursday, March 29, 1979
College Choir Tour
Friday, March 30, 1979
College Choir Tour
Saturday, March 31, 1979
College Choir Tour
Sunday, April 1, 1979
College Choir Tour
J-Term Report: Three Courses, Four Instructors plus One
Because faculty members were so disappointed and outraged not to find a
40 J-Term Report attached to last week's This Week At Gettysburg, the Dean's
Office was overwhelmed with calls of protest. To prevent further erosion of
confidence and morale, I have prepared a special J-Term Report for this week.
•
•
While we are thinking about course proposals for next January, it is
valuable to consider what other faculty members did this past January. During
January, Jim Pickering and Ted Baskerville team taught English J-51: Patterns
of Love--The Rose and the Plowman. They also dealt with the problem of pre-senting
sophisticated material to inexperienced and unsophisticated students.
Since January Term is a particularly good time to try team teaching and because
many of us have faced the same problem created by selection of subject matter
and enrollment of students, I asked Jim and Ted to comment on their course and
upon the techniques they used.
English J-51: Patterns of Love--The Rose and the Plowman
"Obviously we had something in mind: no one gives a course a title like
that unless he or she has something in mind.
What we didn't have in mind was that the preliminary course roster would
contain forty-one names, almost all freshmen and sophomores. When that number
started to drop, we weren't surprised; when it dropped only to thirty-eight,
we were. When in doubt, experiment. We did.
Our experiment was to see if a group of students from other disciplines
than literary studies, a group consisting mostly of freshmen (with a few
sophomores, far fewer juniors, and no seniors) could be introduced to Medieval
literature: well, to be more precise, to see whether this group could be
introduced to two of the most sophisticated (or at least complicated) poems of
the Middle Ages. Furthermore, that introduction was going to have to take into
account that thirteenth century France and fourteenth century England are remote,
not only in time, but also in tenor from these students' time and place.
One of the keys to the difference in tenor is technique: today allegory,
when it is encountered at all, is encountered as a kind of exercise. We needed
to get clear that in the Middle Ages it was more or less an intellectual habit.
Our improvisation grew desperate.
Improvisation number one we might call the Research Committee expedient.
Distributing the experienced students (the very few upperclass students in the
group) as widely as we could, we divided the class into eight groups. To each
group, we assigned a research project in the social, cultural, and intellectual
settings of the two poems or in the Medieval literary techniques which they
employed. With much consultation in the process, we got those papers completed
and put on reserve in the library. Leaving the papers themselves very nearly
unmarked, we gave each member of each group a detailed critique of that group's
essay. Our consultations suggested bibliography and monitored progress in
research and writing so that when the group papers were completed, we were able
to start selecting, with each student, an individual project to be used as a
kind of final reckoning.
(over)
-2-
Meanwhile, back in the classroom, we attempted to generate discussions,
beginning with Medieval poetic techniques in general and proceeding to analyses
of the two poems in particular. These discussions proceeded--i.e., limped,
staggered and groped toward two chief goals. First, we tried to convince the
group that the sophistication of Medieval literary thought and expression
(frustratingly unlike modern literary thought and expression) was at least
equal to modern literary sophistication. Second, we tried to make clear the
relationships between these thoughts and techniques and to such modern counter-parts
as we could find. These connections were particularly useful in the
design of the final individual projects.
From day to day, however, thirty-eight students (more or less) and two
instructors came together, between ten a.m. and approximately noon to partic-ipate
in yet another experiment. Team teaching, much talked about but not
much practiced, proves to be frustratingly rewarding.
Usually one of us would begin the session in discussion with the students.
The other would listen, frantically take notes, and then respond with a kind
of commentary/discussion/interinstructorial dialogue. That dialogue, always
as counterpoint to the more general discussion, was perhaps the chief reward.
It perhaps also reflected the chief frustration. No matter how much each
interlocutor had prepared for whichever task he was to undertake, the other's
presentation and discussion suggested infinite expansion, and the dialogue
between this two-headed instructor and the hydra-headed class always raised
unanticipated questions. Consequently, the struggle was to keep these two
complex and complicated allegories of love in focus. That we managed to make
any progress at all was probably the accomplishment of the students.
We seemed to vacillate between worrying whether we might appear to be
ganging up on the rest of the class or might be talking primarily to ourselves.
Perhaps the best clues which we got about those possibilities were from the
students conferring about their final projects. Most of them seemed to sense
the kinds of connection which we had been looking for. Given the inexperience
of these people with the material and with the kinds of research and writing
which they had to get into, we suspect that whatever we did worked.
We have done this kind of collaboration before, albeit never with anything
this potentially abstruse. Judging from the lasting effects of this January,
we might even agree to do it again."
Edward J. Baskerville
James D. Pickering
•
•
Since the January Term Instructional Budget will support the engagement of
resource persons during January and since most of us have never worked with a
resource person in the teaching of a course, I asked Harold Dunkelberger to
comment on his experience of teaching with a resource person in Religion J-21:
The Varieties of the Religious Experience.
"A competent resource person certainly can add a stimulating element to the
January Course. This became clear to me in my offering "The Varieties of the
Religious Meditative Experience," in which Professor Harry Buck of Wilson College411
participated. Dr. Buck lectured and led the segment of the course concerned_
with the Buddhist Meditative Experience while I concentrated on the Hindu and the
-3-
•
•
Judeo-Christian traditions in meditation. However, he was present for class
beyond the seven days devoted specifically to his topic. Concentrating as he
did on South Asian meditative practice, Buck was able not only to introduce the
underlying theory but also to involve the class in four short, significant
sessions of application in sitting meditation, in walking meditation and in
some meditative games.
Thinking on what some of the special benefits of such a resource person
in a course may be, I list at least four. First, such a person may provide
added expertise. Second, he/she may be able to furnish bibliographical, audio-visual,
and artifact materials not readily available to the instructor. Third,
he/she may provide change of pace in how the class is conducted and thus give
freshness and interest to the subject beyond a single approach. Fourth,
associated with the previous point, this gives opportunity for dialogue between
two well-trained minds that have thought significantly on the topic and can thus
provide the less experienced minds with a dialectic in the search for meaning.
All these benefits could be noted in my January course.
Of course, the competence of the resource person is an essential component
in making this procedure valuable. Harry Buck was an exceptionally useful
person because of his wide experience, classroom charisma, and all-around
cooperativeness. Assuming that other courses might profit, as mine certainly
did, from this usage of a resource person, and aware that some funds are avail-able
through the January Term program for this purpose, I commend this utili-zation
highly to my colleagues."
Harold A. Dunkelberger
Because January Term frees both student and faculty member from the demands
of other courses and departmental programs, both may explore together a limited
subject in some depth and concentrate on one mutual interest. It also permits
us to offer a course which would not ordinarily be offered at a college such as
Gettysburg and one which relies upon the special interest and knowledge of the
professor. This past January, Carey Moore offered such a course, Religion J-20:
Ancient Egyptian Hieroglyphics. I asked Carey to describe teaching this course.
"How much Ancient Egyptian can a G-Burg student learn in a Jan. Term? In
that short time can he or she get an adequate picture of the language's
structure and script, its potential and limitations? I knew why I wanted to
teach "Ancient Egyptian Hieroglyphics," but why would undergraduates want to
take such a course? Most important of all, would I get any takers?
The last question was answered first. Thirty-three students, including
one from F & M, listed by Religion J-20 as their first choice. Of that number,
I accepted fifteen, since I wanted each of them to do work at the blackboard
every day. Besides, each student would have to hand in every day his homework
for me to check.
Students had various motives for taking the course: "I've always been
interested in languages;" "Things Egyptian have always fascinated me;" "Jan.
Term is the time to do something different;" "It sounded exotic!" Thus far,
I see no close correlation between "sound" motive and final grade. (The course
grades ranged from "A" through "F", "B" being the average grade.)
(over)
-4-
Throughout the term we met two hours a day, five days a week. For our
text we used Alan Gardiner, Egyptian Grammar, 3rd ed. rev., (Oxford University
Press, 1957; $27.00), the grammar I had used at The Johns Hopkins University
twenty years earlier. The text contains 33 lessons on Middle Egyptian (i.e.,
the language written ca. 2200-1700 B.C.), complete with discussions of phonology,
morphology, and syntax. Each lesson contains grammar and vocabulary as well
as homework exercises in which the student must translate Egyptian into English
and English into Egyptian.
During the first class session I told the students that I had all the
corrected lessons from the days when I had the course in graduate school and
that last year I had refreshed my memory by working through the first thirteen
chapters with a student in Independent Study. (Incidentally, I think there is
considerable merit in launching certain new courses on an Independent Study
basis first--if for no other reason than that fewer people "suffer" the first
time around!)
For the first two weeks our schedule was unvaried: every other day they
wrote their Egyptian homework on the board; the other two days I showed slides
of various aspects of Egyptian history, archaeology, art, geography, etc.
(Fascinated though I am with languages per se, I still regard language primarily
as a tool for getting into another people's culture and Weltanschauung.) The
last two weeks I tried increasing the number of Egyptian grammar lessons to four
per week, but that proved unrealistic, primarily because one day simply did not
allow the students adequate time to learn their new Egyptian vocabulary.
•
Although by teaching Hebrew for three years I have developed some skill in 411
teaching a foreign language, I do not regard myself as a seasoned, let alone
gifted, language teacher. Nevertheless, the combination of day-to-day blackboard
work for everyone, the daily handing in of homework, the two hourly exams and the
three-hour Final, as well as the students' anonymous evaluations of the text,
the course, the procedures, and instructor--all of these, taken together,
persuade me that the course was worthwhile for the students and for me.
One technique I employed was exceedingly effective, in part because it was
annoying: no matter how small the error on the blackboard (and due to the nature
of the hieroglyphic script, numerous errors are easily possible), the student,
not the instructor, always had to correct it even if it meant that he or she had
to get up out of the chair and go back up to the board. Anonymous student
evaluations praised the effectiveness of the technique even as they admitted it
was "a pain in the . . ."
The class got as far as Ch. 9 in Gardiner, in contrast to the earlier
student in Independent Study who by meeting me once a week for a semester got
through Ch. 13. Although there are admittedly many variables involved, my
impression is that the intensive study of Egyptian is more effective than the
less concentrated study of it. Two of my "A" students in the Jan. course are
now continuing their study of Egyptian with me on a once-a-week basis in an
Independent Study. At present, they both feel it was easier to get a solid
command of Egyptian in January when they studied it daily (and only it) as
compared with doing Egyptian once a week when they have two or three other
courses as well.
But did the students in Jan. Term really learn much? I will let you be
the judge of that. One part of the final exam was optional: one could either
S
-5-
translate into Egyptian three difficult English sentences never seen before,
or one could compose ahead of time an original story and translate in into
Ancient Egyptian in hieroglyphs. One of the students composed the following
tale:
411 , (34;
.\
When Pa set in his horizon, the king saw the moon when it arose
in the sky. He remembered his wife and his daughters. The vizier
had caused them to go to Ethiopia when the land of Egypt was attacked
by men of a foreign country. The king sent the vizier to Ethiopia
that he might bring them to the palace. But the wife and daughters
of the king were filled with fear concerning one beautiful daughter
of his. She loved the ruler of Ethiopia because of a magic knot
(i.e., a magic spell). When her mother did not find her, she went
forth with her other daughters. After the king heard the utterance
of his wife, behold, he was an avenger: He went forth from the door
of his Royal Residence to Ethiopia, and he shot its ruler. How happy
and how free was this, his daughter!
And then translated it into Ancient Egyptian:
EMv(7:
u
I .1.1 c-i
'la 71 ido ‘--^^^
z('-%d T'
CL
(,),?
r•-4 4‘.-
4F-. .;73 c'• rn,
r:jr;>c 0,13 8,
,c12,1
.tfi4 t M.'
IVVV\A
r"1
(.."1 • ing
4-4
Vvr,.. ;
".N.•
VAlt\Z‘
tvlseLaCj-iL5 ,c.71 C:=3 p
4
6 >
•
is
( •r; \ .6)
1 ••(.. I
fse.,V,A
flML a
tb=.0 I
•
In only one month of study that student was able to write in Ancient Egyptian
a story that was infinitely more interesting and complex than "See Amon run. See
Isis run. See Tut run. Run, Tut, run!" Carey A. Moore
3/19/79 Mary Margaret Stewart
OFFICE OF THE DEAN OF STUDENTS
PENNSYLVANIA HALL
Oettgsburg &liege
GETTYSBURG, PENNSYLVANIA 17325
(717) 334-3131
DEANS' HONOR LIST
The following students have attained a scholarship rating of 3.60 or above for
the Fall and January Terms of 1978-79.
FRESHMEN
Allen, Linda D.
Bunke, Karen L.
Composto, Russell J.
Crockett, Carol W.
Fisher, Jennifer J.
Hartzell, Mark W.
Hess, Kenneth R.
Houston, Linda L.
Irwin, Karen L.
Jacobson, Ann M.
Malloy, James J., Jr.
Musselman, David R.
Myers, Janice C.
Nord, Richard G.
Powell, Kristi J.
Rumbaugh, William P.
Ryder, Neil J.
Sinn, Leslye M.
Sweeney, Paula
Thulin, Geoffrey C.
VanHart, Pamela J.
Walker, Elizabeth J.
Wiegand, Sarah B.
Zeberlein, Robert T.
SOPHOMORES
Bittner, Barbara A.
Bretzin, Bradley J.
Brotsker, Karen L.
Brower, Robert S.
Brown, Wendy K.
Carlson, Valerie L.
Clark, Rebecca J.
Cordell,Charles E., Jr.
Darmetko, Sharon A.
Davis, Gregory L.
Dietrich, Gerhard P.
Drugan, Sharon L.
Godshall, Christine M.
Griffin, John J., Jr.
Grove, Cynthia A.
Heckler, Clayton T.
Hewitt, Julie A.
Hohneker, John A.
Jones, Arthur H., Jr.
Karger, Louise de N.
Kirby, Barbara J.
Lambert, Catherine G.
McManus, Bridget
Munson, J. Mark
Murphy, Elizabeth A.
Murray, Janet C.
Myers, M. Lynn
Resciniti, Mark A.
Rich, Michael L.
Schmidt, Kristine Y.
Shoaff, Carol A.
Stevens, Jennifer L.
Stevenson, Sally E.
Strack, Donna M.
Sunday, Dorothy I.
Toldrian, Christine L.
Wallace, Robert G.
Ward, Mary M.
Whitaker, Carl P.
Young, Edwin R..
JUNIORS
Baer, Michael T.
Banks, James L.
Berzins, Dagnija R.
Black, Gwendolyn D.
Buhle, Emmett L.
Bullard, Jeffrey A.
Byko, Maryellen
Conti, Kimberly S.
Dieter, Nancy S.
Emery, Jolee
Enterline, Richard J.
Geerling, Shirley A.
Geverd, Brian M.
Gordy, Emily P.
Gosnell, Carol A.
Guarneschelli, Nicholas T.
Hendrix, Carol A.
James, Steven W.
Jones, L. Page
Kieffer, Paul L.
Kishbaugh, Charles A.
Ladd, Katherine D.
Lewis, Donald R.
Ley, Douglas A.
Lindevald, Ian M.
McCurdy, Sally A.
McDaniel, Keith F.
Niegisch, Robert W.
Nimmo, Stephen H.
Odorizzi, Mark C.
Patterson, Larry T.
Podolak, Martha M.
Qually, Freya I.
Rabeler, Lorraine J.
Rate, Richard A., Jr.
Rhoads, Nancy G.
Rider, Elizabeth A.
Riley, Beth A.
Rissel, Janice E.
Rooney, David C.
Rupp, Susan T.
Ruppel, Patrice A.
Russell, Michael J.
Schaefer, Megan P.
Schlossnagle, Linda C.
Scotton, Mary E.
Shoemaker, James S.
Slaton, Stephen S.
Spence, David B.
Stanley, Melinda A.
Stewart, Douglas K.
Swanson, Craig R.
Swartz, Richard B.
Sykes, Virgina L.
Terhune, Colleen M.
Thallner, Karl A., Jr.
Thiers, Naomi B.
Thomas, Rene L.
Thornburg, Mary J.
White, Daniel J.
Wilkie, Alexander F.
Wood, Perry A. D.
SENIORS
Alberto, Gino, Jr.
Anderson, Audrey J.
Baker, Leslie A.
Baumunk, Ann E.
Beres, Susanne M.
Betterly, Richard D.
Bogdanoff, Steven G.
Bowers, Kimberly R.
Branditz, Karen E.
Chambers, Patti A.
Charles, Patricia A.
Coates, Barbara J.
Coates, Jennifer E.
Cooney, Donald R.
Davies, Malcolm C.
Derrickson, Janice G.
Dewald, Margaret A.
Dillione, Alfred P.
Dunn, Denise M.
Durkin, Dennis B.
Dyer, Sheryl L.
Eckard, Linda J.
Eckenrode, Kathleen A.
Eckhardt, Michael T.
Edwards, Robert P.
Engel, Katherine A.
Eshelman, Joseph C.
Evans, Steven M.
Eyler, Clifford S.
Faul, Cheryl
Fausold, Jill
Fetell, Robert J.
Flack, Norma Jean
Fryer, Janet R.
Fryhle, Craig B.
Furst, David I.
Gallup, Pamela H.
Gara, Valerie J.
Gearhart, Sally L.
Groome, Theresa M.
Hallinger, Robert W.
Hamilton, Ann L.
Haren, William E.
Hassler, Robin D.
Hearne, Robert P.
Heller, Diane L.
Horton, Emily B.
Irrgang, Richard T.
Johnson, Susan L.
Jones, Karen E.
Kaloudis, Kerry
Klamm, Patricia D.
Klinger, Suzanne A.
Koutris, Thomas P.
Krone, Nancy E.
Labriola, Gerald
Lennington, Kenneth R.
Loeven, Koen D.
Losey, C. Robin
McMillen, Lorraine M.
Meneely, Bruce K.
Mohr, Joseph, Jr.
Mountzoures, Marcie
Murphy, Jan
Nelson, Jill J.
Neumann, David F.
Ortenzio, Robert A.
Overly, Steven D.
Palmer, Thomas D.
Partridge, James E.
Patton, Kay L.
Peterson, Cheryl L.
Phillips, Susan
Potosnak, Kathleen M.
Priga, Daniel J.
Ramsdell, Jeffrey M.
Raymond, Paul M.
Richardson, Mary E.
Riley, Mary A.
Rodino, Peter B.
Rutter, Thomas J.
Scillieri, Lynn
Shollengerger, Lynn J.
Silva, Lynne A.
Smilak, Cynthia A.
Smith, Heather S.
Sonzogni, Joan A.
Stewart, Teena L.
Stover, Lynn M.
Sykes, Anne G.
Tall, Susan G.
Toscano, Barbara J.
Vignola, Thomas J.
Warner, Karen A.
Weigand, Susan J.
Wendel, Diane E.
Williamson, Peter R.
Worme, Jennifer A.
Zurell, Mary B.
Freshmen:
Sophomores:
Juniors:
Seniors:
24
40
62
99
TOTAL: 225
Fr nk B. Williams
D an of Students

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IS
WEEK
AT
GETTYSBURG
C. ATYS131111G COLLEGE/Gettysburg, Pennsylvania 17325
ANNOUNCEMENTS
A SECOND CPC CAREER WORKSHOP for
faculty and administrators will be held
on the Wilson College campus on April
19th and 20th (Thursday and Friday), if
there is enough interest to fill all
slots. Reservations will be accepted
on a first-come, first-served basis.
The workshop is free and open to all
faculty and staff. There are 20 slots
available; those who sign up are expected
to attend all sessions of the two-day
workshop. To reserve a place in the
workshop, call the Consortium Office;
2h5-100. No reservations will be
accepted after April 9th. Ms. Meck,
Consortium Office
MID-TERM DEFICIENCY REPORTS The last
date to submit mid-term deficiency reports
will be Friday, March 23, 1979 at 5:00 p.m. 4111Please submit a card for each deficiency
(students progessing at the "D" or "F"
level are considered deficient).
Deficiency cards may be picked up at the
Dean of Students' Office or ordered by
telephone (extension 171 or 172).
Dean Williams
PREMEDICAL STUDENTS Students applying
next year to medical, dental, osteopathic,
and veterinary schools will need a
recommendation from the College's
premedical committee. The premedical
committee bases its recommendation on
forms completed by the student and by
six professors chosen by the student.
Students wishing to be recommended next
year should obtain the necessary forms
from the Office of the Dean of the College.
Students applying to health professions
schools such as optometry, physical therapy,
podiatry, etc. should check to determine
if the schools to which they plan to apply
require a premedical committee recommen-dation.
Even if this is not required,
4111the committee will supply the recommen-dation
if requested by the student.
Mr. Nordvall
FACULTY/STAFF ISSUE
Volume 2 Number 27
March 22, 1979
GRADUATE AND PROFESSIONS SCHOOL ANNOUNCE-MENTS
AND POSTERS will be filed in
the Office of Career Services on the
second floor of Pennsylvania Hall.
The bulletin board outside the Office of
the Dean of the College will be only
for announcements from health professions
schools. Mr. Nordvall
TIMOTHY AND MAUREEN GREEN will be
Woodrow Wilson Visiting Fellows at
Gettysburg from April 29 - May 4. These
two international journalists have
written books and articles on such diverse
topics as world gold markets, the role
of the father in the contemporary
family, international smuggling,
Victorian art, and middle east politics.
Now is the last chance to schedule a
visit by one or both of them to your
class or your group. Contact Robert
Nordvall, Assistant Dean of the College
for more details. Mr. Nordvall
EASTER EGG HUNT The Easter Egg Hunt
on April 10 for faculty, staff and
administrator's children will be held
at 4:00 rather than at 3:00. Please
pass the word around to anyone you
know who is planning on attending. Get
ready for a lot of fun, and we'll see
you there. Stephanie Coble, Ch. CUB
Dance & Special Events Committee
IFC AND PANHEL INVITES YOU to the new
1979 Green Week festivities. Greek
Week is packed with many new and excit-ing
events which are open to all
students. It all starts Tuesday, April
3, with the Awards Banquet and ends with
the Pledge Olympics on Sunday, April 8.
See the schedule of events. Art Walczyk,
IFC Public Relations
GREEK WEEK TALENT NIGHT You won't
want to miss the Greek Week Talent Night,
Friday, April 6, 9:00 p.m. in the CU
Ballroom. Come see your favorite
fraternities and sororities provide zany
and bizarre entertainment. $150 worth of
prize money and a panel of judges you
won't believe. Be there. Jeff Martini
TIME EVENT LOCATION PLACE
•
•
•
Thursday, March 22, 1979
8:30 AM Morning Light Chapel
12:00 Noon Lecture Committee 219 College Union
12:00 Noon Slim Chance in a Fat World 230 College Union
4:00 PM Faculty Meeting 231 College Union
7:00 PM Tri Beta Bowen Aud. McCreary
7:00 PM College Union Board Elections 231 College Union
7:00 PM Sr. Piano Recital: Heather MacPhail Chapel
Cincinnati Conservatory
10:00 PM Inter-Varsity Christian Fellowship 2nd. fl. lg. College Union
Friday, March 23, 1979
8:30 AM Morning Light Chapel
College Choir Tour
Mid-Term Reports Due
12:00 Noon Review Board 230 College Union
5:00 PM Spring Recess Begins
Saturday, March 24, 1979
College Choir Tour
Sunday, March 25, 1979
Association of College Unions-International Conference Ohio
College Choir Tour
Monday, March 25, 1979
College Choir Tour
ACU-I Conference
Tuesday, March 27, 1979
College Choir Tour
ACU-I Conference
Wednesday, March 28, 1979
College Choir Tour
Thursday, March 29, 1979
College Choir Tour
Friday, March 30, 1979
College Choir Tour
Saturday, March 31, 1979
College Choir Tour
Sunday, April 1, 1979
College Choir Tour
J-Term Report: Three Courses, Four Instructors plus One
Because faculty members were so disappointed and outraged not to find a
40 J-Term Report attached to last week's This Week At Gettysburg, the Dean's
Office was overwhelmed with calls of protest. To prevent further erosion of
confidence and morale, I have prepared a special J-Term Report for this week.
•
•
While we are thinking about course proposals for next January, it is
valuable to consider what other faculty members did this past January. During
January, Jim Pickering and Ted Baskerville team taught English J-51: Patterns
of Love--The Rose and the Plowman. They also dealt with the problem of pre-senting
sophisticated material to inexperienced and unsophisticated students.
Since January Term is a particularly good time to try team teaching and because
many of us have faced the same problem created by selection of subject matter
and enrollment of students, I asked Jim and Ted to comment on their course and
upon the techniques they used.
English J-51: Patterns of Love--The Rose and the Plowman
"Obviously we had something in mind: no one gives a course a title like
that unless he or she has something in mind.
What we didn't have in mind was that the preliminary course roster would
contain forty-one names, almost all freshmen and sophomores. When that number
started to drop, we weren't surprised; when it dropped only to thirty-eight,
we were. When in doubt, experiment. We did.
Our experiment was to see if a group of students from other disciplines
than literary studies, a group consisting mostly of freshmen (with a few
sophomores, far fewer juniors, and no seniors) could be introduced to Medieval
literature: well, to be more precise, to see whether this group could be
introduced to two of the most sophisticated (or at least complicated) poems of
the Middle Ages. Furthermore, that introduction was going to have to take into
account that thirteenth century France and fourteenth century England are remote,
not only in time, but also in tenor from these students' time and place.
One of the keys to the difference in tenor is technique: today allegory,
when it is encountered at all, is encountered as a kind of exercise. We needed
to get clear that in the Middle Ages it was more or less an intellectual habit.
Our improvisation grew desperate.
Improvisation number one we might call the Research Committee expedient.
Distributing the experienced students (the very few upperclass students in the
group) as widely as we could, we divided the class into eight groups. To each
group, we assigned a research project in the social, cultural, and intellectual
settings of the two poems or in the Medieval literary techniques which they
employed. With much consultation in the process, we got those papers completed
and put on reserve in the library. Leaving the papers themselves very nearly
unmarked, we gave each member of each group a detailed critique of that group's
essay. Our consultations suggested bibliography and monitored progress in
research and writing so that when the group papers were completed, we were able
to start selecting, with each student, an individual project to be used as a
kind of final reckoning.
(over)
-2-
Meanwhile, back in the classroom, we attempted to generate discussions,
beginning with Medieval poetic techniques in general and proceeding to analyses
of the two poems in particular. These discussions proceeded--i.e., limped,
staggered and groped toward two chief goals. First, we tried to convince the
group that the sophistication of Medieval literary thought and expression
(frustratingly unlike modern literary thought and expression) was at least
equal to modern literary sophistication. Second, we tried to make clear the
relationships between these thoughts and techniques and to such modern counter-parts
as we could find. These connections were particularly useful in the
design of the final individual projects.
From day to day, however, thirty-eight students (more or less) and two
instructors came together, between ten a.m. and approximately noon to partic-ipate
in yet another experiment. Team teaching, much talked about but not
much practiced, proves to be frustratingly rewarding.
Usually one of us would begin the session in discussion with the students.
The other would listen, frantically take notes, and then respond with a kind
of commentary/discussion/interinstructorial dialogue. That dialogue, always
as counterpoint to the more general discussion, was perhaps the chief reward.
It perhaps also reflected the chief frustration. No matter how much each
interlocutor had prepared for whichever task he was to undertake, the other's
presentation and discussion suggested infinite expansion, and the dialogue
between this two-headed instructor and the hydra-headed class always raised
unanticipated questions. Consequently, the struggle was to keep these two
complex and complicated allegories of love in focus. That we managed to make
any progress at all was probably the accomplishment of the students.
We seemed to vacillate between worrying whether we might appear to be
ganging up on the rest of the class or might be talking primarily to ourselves.
Perhaps the best clues which we got about those possibilities were from the
students conferring about their final projects. Most of them seemed to sense
the kinds of connection which we had been looking for. Given the inexperience
of these people with the material and with the kinds of research and writing
which they had to get into, we suspect that whatever we did worked.
We have done this kind of collaboration before, albeit never with anything
this potentially abstruse. Judging from the lasting effects of this January,
we might even agree to do it again."
Edward J. Baskerville
James D. Pickering
•
•
Since the January Term Instructional Budget will support the engagement of
resource persons during January and since most of us have never worked with a
resource person in the teaching of a course, I asked Harold Dunkelberger to
comment on his experience of teaching with a resource person in Religion J-21:
The Varieties of the Religious Experience.
"A competent resource person certainly can add a stimulating element to the
January Course. This became clear to me in my offering "The Varieties of the
Religious Meditative Experience," in which Professor Harry Buck of Wilson College411
participated. Dr. Buck lectured and led the segment of the course concerned_
with the Buddhist Meditative Experience while I concentrated on the Hindu and the
-3-
•
•
Judeo-Christian traditions in meditation. However, he was present for class
beyond the seven days devoted specifically to his topic. Concentrating as he
did on South Asian meditative practice, Buck was able not only to introduce the
underlying theory but also to involve the class in four short, significant
sessions of application in sitting meditation, in walking meditation and in
some meditative games.
Thinking on what some of the special benefits of such a resource person
in a course may be, I list at least four. First, such a person may provide
added expertise. Second, he/she may be able to furnish bibliographical, audio-visual,
and artifact materials not readily available to the instructor. Third,
he/she may provide change of pace in how the class is conducted and thus give
freshness and interest to the subject beyond a single approach. Fourth,
associated with the previous point, this gives opportunity for dialogue between
two well-trained minds that have thought significantly on the topic and can thus
provide the less experienced minds with a dialectic in the search for meaning.
All these benefits could be noted in my January course.
Of course, the competence of the resource person is an essential component
in making this procedure valuable. Harry Buck was an exceptionally useful
person because of his wide experience, classroom charisma, and all-around
cooperativeness. Assuming that other courses might profit, as mine certainly
did, from this usage of a resource person, and aware that some funds are avail-able
through the January Term program for this purpose, I commend this utili-zation
highly to my colleagues."
Harold A. Dunkelberger
Because January Term frees both student and faculty member from the demands
of other courses and departmental programs, both may explore together a limited
subject in some depth and concentrate on one mutual interest. It also permits
us to offer a course which would not ordinarily be offered at a college such as
Gettysburg and one which relies upon the special interest and knowledge of the
professor. This past January, Carey Moore offered such a course, Religion J-20:
Ancient Egyptian Hieroglyphics. I asked Carey to describe teaching this course.
"How much Ancient Egyptian can a G-Burg student learn in a Jan. Term? In
that short time can he or she get an adequate picture of the language's
structure and script, its potential and limitations? I knew why I wanted to
teach "Ancient Egyptian Hieroglyphics," but why would undergraduates want to
take such a course? Most important of all, would I get any takers?
The last question was answered first. Thirty-three students, including
one from F & M, listed by Religion J-20 as their first choice. Of that number,
I accepted fifteen, since I wanted each of them to do work at the blackboard
every day. Besides, each student would have to hand in every day his homework
for me to check.
Students had various motives for taking the course: "I've always been
interested in languages;" "Things Egyptian have always fascinated me;" "Jan.
Term is the time to do something different;" "It sounded exotic!" Thus far,
I see no close correlation between "sound" motive and final grade. (The course
grades ranged from "A" through "F", "B" being the average grade.)
(over)
-4-
Throughout the term we met two hours a day, five days a week. For our
text we used Alan Gardiner, Egyptian Grammar, 3rd ed. rev., (Oxford University
Press, 1957; $27.00), the grammar I had used at The Johns Hopkins University
twenty years earlier. The text contains 33 lessons on Middle Egyptian (i.e.,
the language written ca. 2200-1700 B.C.), complete with discussions of phonology,
morphology, and syntax. Each lesson contains grammar and vocabulary as well
as homework exercises in which the student must translate Egyptian into English
and English into Egyptian.
During the first class session I told the students that I had all the
corrected lessons from the days when I had the course in graduate school and
that last year I had refreshed my memory by working through the first thirteen
chapters with a student in Independent Study. (Incidentally, I think there is
considerable merit in launching certain new courses on an Independent Study
basis first--if for no other reason than that fewer people "suffer" the first
time around!)
For the first two weeks our schedule was unvaried: every other day they
wrote their Egyptian homework on the board; the other two days I showed slides
of various aspects of Egyptian history, archaeology, art, geography, etc.
(Fascinated though I am with languages per se, I still regard language primarily
as a tool for getting into another people's culture and Weltanschauung.) The
last two weeks I tried increasing the number of Egyptian grammar lessons to four
per week, but that proved unrealistic, primarily because one day simply did not
allow the students adequate time to learn their new Egyptian vocabulary.
•
Although by teaching Hebrew for three years I have developed some skill in 411
teaching a foreign language, I do not regard myself as a seasoned, let alone
gifted, language teacher. Nevertheless, the combination of day-to-day blackboard
work for everyone, the daily handing in of homework, the two hourly exams and the
three-hour Final, as well as the students' anonymous evaluations of the text,
the course, the procedures, and instructor--all of these, taken together,
persuade me that the course was worthwhile for the students and for me.
One technique I employed was exceedingly effective, in part because it was
annoying: no matter how small the error on the blackboard (and due to the nature
of the hieroglyphic script, numerous errors are easily possible), the student,
not the instructor, always had to correct it even if it meant that he or she had
to get up out of the chair and go back up to the board. Anonymous student
evaluations praised the effectiveness of the technique even as they admitted it
was "a pain in the . . ."
The class got as far as Ch. 9 in Gardiner, in contrast to the earlier
student in Independent Study who by meeting me once a week for a semester got
through Ch. 13. Although there are admittedly many variables involved, my
impression is that the intensive study of Egyptian is more effective than the
less concentrated study of it. Two of my "A" students in the Jan. course are
now continuing their study of Egyptian with me on a once-a-week basis in an
Independent Study. At present, they both feel it was easier to get a solid
command of Egyptian in January when they studied it daily (and only it) as
compared with doing Egyptian once a week when they have two or three other
courses as well.
But did the students in Jan. Term really learn much? I will let you be
the judge of that. One part of the final exam was optional: one could either
S
-5-
translate into Egyptian three difficult English sentences never seen before,
or one could compose ahead of time an original story and translate in into
Ancient Egyptian in hieroglyphs. One of the students composed the following
tale:
411 , (34;
.\
When Pa set in his horizon, the king saw the moon when it arose
in the sky. He remembered his wife and his daughters. The vizier
had caused them to go to Ethiopia when the land of Egypt was attacked
by men of a foreign country. The king sent the vizier to Ethiopia
that he might bring them to the palace. But the wife and daughters
of the king were filled with fear concerning one beautiful daughter
of his. She loved the ruler of Ethiopia because of a magic knot
(i.e., a magic spell). When her mother did not find her, she went
forth with her other daughters. After the king heard the utterance
of his wife, behold, he was an avenger: He went forth from the door
of his Royal Residence to Ethiopia, and he shot its ruler. How happy
and how free was this, his daughter!
And then translated it into Ancient Egyptian:
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CL
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4F-. .;73 c'• rn,
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4-4
Vvr,.. ;
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tvlseLaCj-iL5 ,c.71 C:=3 p
4
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is
( •r; \ .6)
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fse.,V,A
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•
In only one month of study that student was able to write in Ancient Egyptian
a story that was infinitely more interesting and complex than "See Amon run. See
Isis run. See Tut run. Run, Tut, run!" Carey A. Moore
3/19/79 Mary Margaret Stewart
OFFICE OF THE DEAN OF STUDENTS
PENNSYLVANIA HALL
Oettgsburg &liege
GETTYSBURG, PENNSYLVANIA 17325
(717) 334-3131
DEANS' HONOR LIST
The following students have attained a scholarship rating of 3.60 or above for
the Fall and January Terms of 1978-79.
FRESHMEN
Allen, Linda D.
Bunke, Karen L.
Composto, Russell J.
Crockett, Carol W.
Fisher, Jennifer J.
Hartzell, Mark W.
Hess, Kenneth R.
Houston, Linda L.
Irwin, Karen L.
Jacobson, Ann M.
Malloy, James J., Jr.
Musselman, David R.
Myers, Janice C.
Nord, Richard G.
Powell, Kristi J.
Rumbaugh, William P.
Ryder, Neil J.
Sinn, Leslye M.
Sweeney, Paula
Thulin, Geoffrey C.
VanHart, Pamela J.
Walker, Elizabeth J.
Wiegand, Sarah B.
Zeberlein, Robert T.
SOPHOMORES
Bittner, Barbara A.
Bretzin, Bradley J.
Brotsker, Karen L.
Brower, Robert S.
Brown, Wendy K.
Carlson, Valerie L.
Clark, Rebecca J.
Cordell,Charles E., Jr.
Darmetko, Sharon A.
Davis, Gregory L.
Dietrich, Gerhard P.
Drugan, Sharon L.
Godshall, Christine M.
Griffin, John J., Jr.
Grove, Cynthia A.
Heckler, Clayton T.
Hewitt, Julie A.
Hohneker, John A.
Jones, Arthur H., Jr.
Karger, Louise de N.
Kirby, Barbara J.
Lambert, Catherine G.
McManus, Bridget
Munson, J. Mark
Murphy, Elizabeth A.
Murray, Janet C.
Myers, M. Lynn
Resciniti, Mark A.
Rich, Michael L.
Schmidt, Kristine Y.
Shoaff, Carol A.
Stevens, Jennifer L.
Stevenson, Sally E.
Strack, Donna M.
Sunday, Dorothy I.
Toldrian, Christine L.
Wallace, Robert G.
Ward, Mary M.
Whitaker, Carl P.
Young, Edwin R..
JUNIORS
Baer, Michael T.
Banks, James L.
Berzins, Dagnija R.
Black, Gwendolyn D.
Buhle, Emmett L.
Bullard, Jeffrey A.
Byko, Maryellen
Conti, Kimberly S.
Dieter, Nancy S.
Emery, Jolee
Enterline, Richard J.
Geerling, Shirley A.
Geverd, Brian M.
Gordy, Emily P.
Gosnell, Carol A.
Guarneschelli, Nicholas T.
Hendrix, Carol A.
James, Steven W.
Jones, L. Page
Kieffer, Paul L.
Kishbaugh, Charles A.
Ladd, Katherine D.
Lewis, Donald R.
Ley, Douglas A.
Lindevald, Ian M.
McCurdy, Sally A.
McDaniel, Keith F.
Niegisch, Robert W.
Nimmo, Stephen H.
Odorizzi, Mark C.
Patterson, Larry T.
Podolak, Martha M.
Qually, Freya I.
Rabeler, Lorraine J.
Rate, Richard A., Jr.
Rhoads, Nancy G.
Rider, Elizabeth A.
Riley, Beth A.
Rissel, Janice E.
Rooney, David C.
Rupp, Susan T.
Ruppel, Patrice A.
Russell, Michael J.
Schaefer, Megan P.
Schlossnagle, Linda C.
Scotton, Mary E.
Shoemaker, James S.
Slaton, Stephen S.
Spence, David B.
Stanley, Melinda A.
Stewart, Douglas K.
Swanson, Craig R.
Swartz, Richard B.
Sykes, Virgina L.
Terhune, Colleen M.
Thallner, Karl A., Jr.
Thiers, Naomi B.
Thomas, Rene L.
Thornburg, Mary J.
White, Daniel J.
Wilkie, Alexander F.
Wood, Perry A. D.
SENIORS
Alberto, Gino, Jr.
Anderson, Audrey J.
Baker, Leslie A.
Baumunk, Ann E.
Beres, Susanne M.
Betterly, Richard D.
Bogdanoff, Steven G.
Bowers, Kimberly R.
Branditz, Karen E.
Chambers, Patti A.
Charles, Patricia A.
Coates, Barbara J.
Coates, Jennifer E.
Cooney, Donald R.
Davies, Malcolm C.
Derrickson, Janice G.
Dewald, Margaret A.
Dillione, Alfred P.
Dunn, Denise M.
Durkin, Dennis B.
Dyer, Sheryl L.
Eckard, Linda J.
Eckenrode, Kathleen A.
Eckhardt, Michael T.
Edwards, Robert P.
Engel, Katherine A.
Eshelman, Joseph C.
Evans, Steven M.
Eyler, Clifford S.
Faul, Cheryl
Fausold, Jill
Fetell, Robert J.
Flack, Norma Jean
Fryer, Janet R.
Fryhle, Craig B.
Furst, David I.
Gallup, Pamela H.
Gara, Valerie J.
Gearhart, Sally L.
Groome, Theresa M.
Hallinger, Robert W.
Hamilton, Ann L.
Haren, William E.
Hassler, Robin D.
Hearne, Robert P.
Heller, Diane L.
Horton, Emily B.
Irrgang, Richard T.
Johnson, Susan L.
Jones, Karen E.
Kaloudis, Kerry
Klamm, Patricia D.
Klinger, Suzanne A.
Koutris, Thomas P.
Krone, Nancy E.
Labriola, Gerald
Lennington, Kenneth R.
Loeven, Koen D.
Losey, C. Robin
McMillen, Lorraine M.
Meneely, Bruce K.
Mohr, Joseph, Jr.
Mountzoures, Marcie
Murphy, Jan
Nelson, Jill J.
Neumann, David F.
Ortenzio, Robert A.
Overly, Steven D.
Palmer, Thomas D.
Partridge, James E.
Patton, Kay L.
Peterson, Cheryl L.
Phillips, Susan
Potosnak, Kathleen M.
Priga, Daniel J.
Ramsdell, Jeffrey M.
Raymond, Paul M.
Richardson, Mary E.
Riley, Mary A.
Rodino, Peter B.
Rutter, Thomas J.
Scillieri, Lynn
Shollengerger, Lynn J.
Silva, Lynne A.
Smilak, Cynthia A.
Smith, Heather S.
Sonzogni, Joan A.
Stewart, Teena L.
Stover, Lynn M.
Sykes, Anne G.
Tall, Susan G.
Toscano, Barbara J.
Vignola, Thomas J.
Warner, Karen A.
Weigand, Susan J.
Wendel, Diane E.
Williamson, Peter R.
Worme, Jennifer A.
Zurell, Mary B.
Freshmen:
Sophomores:
Juniors:
Seniors:
24
40
62
99
TOTAL: 225
Fr nk B. Williams
D an of Students